• Educational Technology International
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• v.6 no.1
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• pp.103-119
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• 2005

This study investigated to designand implement web-based collaborative learning system Co-Net and map out students' learning procedure using the system, based upon Student Team Achievement Division (STAD Slavin, 1990, 1996). There are technical process and instructional considerations to be made during the design process. The former are those that concern equipment requirements and specifications and include Ease of Use, Speed of Access, and Flexibility. On the other hand, instructional considerationsare concerned with the delivery and access of instructional materials and their outcomes on learners. They are cooperative interactions within groups and group heterogeneity, learner control, group incentives, individual accountability, equal opportunity for earning high scores and contributing to group effort, task specialization, and competition among groups. A web site for a virtual learning environment designed and built by the authors and known as Co-Net is then explained along with the whole process learners inside the environment. The main page of Co-Net consists of 15 menus to implement cooperative learning process. The cooperative learning activities using 15 menus are composed of six phases (1) preparation of the new knowledge (2) presentation of the new knowledge (3) knowledge assimilation and application (4) team and individual evaluation (5) team and individual recognition Throughout the five phases, the appropriate use of cooperative learning techniques has been shown to have both academic and social benefits to learners.

• The Transactions of the Korean Institute of Electrical Engineers D
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• v.52 no.9
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• pp.533-539
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• 2003

Reinforcement learning (RL) has been widely used as a learning mechanism of an artificial life system. However, RL usually suffers from slow convergence to the optimum state-action sequence or a sequence of stimulus-response (SR) behaviors, and may not correctly work in non-Markov processes. In this paper, first, to cope with slow-convergence problem, if some state-action pairs are considered as disturbance for optimum sequence, then they no to be eliminated in long-term memory (LTM), where such disturbances are found by a shortest path-finding algorithm. This process is shown to let the system get an enhanced learning speed. Second, to partly solve a non-Markov problem, if a stimulus is frequently met in a searching-process, then the stimulus will be classified as a sequential percept for a non-Markov hidden state. And thus, a correct behavior for a non-Markov hidden state can be learned as in a Markov environment. To show the validity of our proposed learning technologies, several simulation result j will be illustrated.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.37 no.4
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• pp.162-167
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• 2014

This study is to solve the public education's dilemma between the standardized education to maximize learning efficiency and the personalized education to maximize learning effectiveness, using the paradox management process. The process is based on combining the TOC (Theory Of Constraints) and TRIZ (Russian Theory of Inventive Problem Solving), which is a creative way of thinking to draw the synergic effect by pursuing simultaneously the conflicting elements. Through this research, a new concept of learning method can be suggested on a public course. Further research should be performed to develop a learning guideline based on the students' empirical study results.

• International Journal of Advanced Culture Technology
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• v.6 no.2
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• pp.123-128
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• 2018

Learning data is composed of 100 characters with 10 different fonts, and test data is composed of 10 characters with a new font that is not used for the learning data. In order to consider the variety of learning data with several different fonts, 10 learning masks are constructed by accumulating pixel values of same characters with 10 different fonts. This process eliminates minute difference of characters with different fonts. After finding maximum values of learning masks, test data is expanded by multiplying these maximum values to the test data. The algorithm calculates sum of differences of two corresponding pixel values of the expanded test data and the learning masks. The learning mask with the smallest value among these 10 calculated sums is selected as the result of the recognition process for the test data. The proposed algorithm can recognize various types of fonts, and the learning data can be modified easily by adding a new font. Also, the recognition process is easy to understand, and the algorithm makes satisfactory results for character recognition.

• International Journal of Advanced Culture Technology
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• v.8 no.1
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• pp.199-206
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• 2020

I suggested the design learning environment based on affordance concept approach for supporting and improving learners' behavior and outcome for convergent design education in this study. The design learning space should be applied teaching and learning activity, especially learners' behavior, physical space condition to support the design thinking process. The design learning space needs openness, individuality and connectivity to support the learners' behavioral to immerse, participate, cooperate, understand, think and fulfill the design thinking process. The composition principles of the learning environment for convergent design education supports communication and collaboration among members for independence and interaction. The spaces for design research and teaching needs high privacy while facilitating visual communications through special materials and wall structure design. Also, for connectivity to improve the learners' physical and visual contact, the environment of the classrooms requires flexibility and mobility by providing an open space integrating unit cells for realizing learning purpose. These are provided by formed of an open structure for inducing visual communication and physical contact to involve the design activities and the mutual interchange.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.50-59
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• 2013

Prezi, which is an implemented software in the form of flash-based online presentation, is considered to be a new appropriate smart-learning tool. This study aimed to investigate an impact of project learning utilizing Prezi on the creativity, attitudes toward science and science process skills of scientific gifted children in elementary school. The results of this study were as follows; First, after project learning utilizing Prezi, their creativity was raised meaningfully, especially in sub-elements of patience, adaptability and variety of interestings. Second, project learning utilizing Prezi showed meaningful effect on their improvement of science process skill, especially in integrated science process skills. Third, project learning utilizing Prezi improved their attitudes toward science meaningfully. In almost sub-elements, except the element of ordinariness of scientist, positive meaningful improvements were showed.

• Journal of IKEEE
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• v.25 no.2
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• pp.273-279
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• 2021

In this paper, we propose an algorithm that shortens the learning time by performing individual learning using partitioning the deep learning structure. The proposed algorithm consists of four processes: network classification origin setting process, feature vector extraction process, feature noise removal process, and class classification process. First, in the process of setting the network classification starting point, the division starting point of the network structure for effective feature vector extraction is set. Second, in the feature vector extraction process, feature vectors are extracted without additional learning using the weights previously learned. Third, in the feature noise removal process, the extracted feature vector is received and the output value of each class is learned to remove noise from the data. Fourth, in the class classification process, the noise-removed feature vector is input to the multi-layer perceptron structure, and the result is output and learned. To evaluate the performance of the proposed algorithm, we experimented with the Extended Yale B face database. As a result of the experiment, in the case of the time required for one-time learning, the proposed algorithm reduced 40.7% based on the existing algorithm. In addition, the number of learning up to the target recognition rate was shortened compared with the existing algorithm. Through the experimental results, it was confirmed that the one-time learning time and the total learning time were reduced and improved over the existing algorithm.

• International Journal of Contents
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• v.5 no.2
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• pp.1-5
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• 2009

This study was to analyze important dimensions and its factors of micro level of e-learning determining the quality of e-learning. E-learning dimensions and their factors were identified and developed from the analytical review of related researches. From literature review and survey as well as expert interview, six categories of e-learning identified from this study were: 1) curriculum content, 2) usability, 3) instructional design, 4) evaluation -both process and results, 5) management, and 6) refinement and improvement. A total of thirty-seven factors determining the quality of the e-learning six categories were identified. The rank order and contribution rates for each categories and factors were calculated to explain how importantly they contribute to the quality of e-learning. Also three dimensions such as controlling the e-learning quality, e-learning fundamental dimension e-learning process dimension, and e-learning product dimension, were explained. This study suggests a useful guidance for e-learning quality and evaluation framework for better results.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.1
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• pp.147-155
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• 2012

This study was to investigate the understand learning motivation, self-directed learning ability and problem solving process of fundamentals of nursing course using role play in evaluating the course. The subjects were 289 nursing students in year 1 in J college taking fundamental nursing practice course from Nov. 22 to Dec. 10. 2010. After setting hospital context and preparing scenario with patient and nurse roles, the evaluation of fundamentals of nursing practice was performed. For learning motivation and self-directed learning ability, there were significant differences by application motivation, a group intending further study and a group positive in role play evaluation. For problem solving process, there were significant differences in male group and a group positive in role play evaluation. Learning motivation had significant positive correlation between self-directed learning ability and between self-directed learning ability and problem solving process. This evaluation had correlation between learning motivation, self-directed learning ability and problem solving process.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.90-106
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• 2018

The purpose of this study is to examine the effect of the backward design reflecting the process-focused assessment on science learning achievement and science learning motivation in elementary science class. The process-focused assessment to support the growth and development of learners and the backward design that seeks a learner's complete understanding can be of great help to science learning. The results of study are as follows. First, we conducted the backward design reflecting the process-focused assessment centering on 'Earth and Moon's movement' unit, and reflecting various process-focused assessment to help achieve achievement standards. Second, as a result of science learning achievement test and science learning motivation test, there were statistically significant differences in the experimental group. It is expected that the process-focused assessment reflecting the characteristics of science subject will be utilized in the school field in conjunction with the backward design.